WHO WE ARE

  • Current Board Members
  • Chapter History

SUZUKI METHOD

  • Key Concepts
  • Suzuki vs. Traditional
  • The Mother Tongue Approach
Who We Are

The Suzuki Strings of Orange County is a professional organization of music teachers who provide private instruction for violin, viola, and cello using the educational philosophy of Dr. Shinichi Suzuki.

We are affiliated with the Suzuki Music Association of California/ Los Angeles Branch as the Orange County Chapter (SMAC/LA-OC).

Current Board Members

Chapter History (SMAC/LA-OC : Suzuki Strings of Orange County)

The Suzuki Method first came to the United States around 1960, and by the late 1960s there were a number of teachers using the method in the Los Angeles area. By the late 1970s several Suzuki teachers in Orange County wanted to provide opportunities for their students without driving to Los Angeles. In 1978 the first Suzuki Festival in Orange County was held under the auspices of the Irvine Conservatory. Seventy-eight violin students participated in that first festival, patterned after the group concerts that Dr. Suzuki did in Japan (often with hundreds of students).

In 1977 the Los Angeles Branch of the state Suzuki organization SMAC, was officially formed, with which our Orange County teachers were affiliated. By 1989 our group had grown large enough to form our own Chapter of the LA Branch.

For the first several years, festivals were often held twice a year, but after 1985 it was decided to hold one festival each year. 1985 was also the year that the cellos first joined the violins.

Since that time, our Chapter has:

  • sponsored annual festival performances with up to 300 student participants
  • held biennial teacher workshops and student master classes with leading Suzuki master teachers from all over the country
  • sponsored 3 youth orchestras
    • Santiago Strings (1991-2008, currently the Pacific Symphony Santiago Strings)
    • Prelude String Orchestra (1999-present)
    • Prelude Chamber Strings (1999-present)
  • Provided financial aid toward tuition costs for attendance at Suzuki workshops, Suzuki summer institutes and the National Cello Institute


What is the Suzuki Method

The Suzuki method of music education is based on the principle that every child has talent and can learn to play an instrument well. Dr. Suzuki’s method is called the mother-tongue approach because he applied the basic principles of language acquisition to the learning of music. The idea of parent responsibility, loving encouragement and constant repetition are some of the important concepts of this method.

Key Concepts of the Suzuki Method

Every Child Can Learn: More than fifty years ago, Japanese violinist Shinichi Suzuki realized that children the world over learn to speak their native language with ease. He began to apply the basic principles of language acquisition to the learning of music, and called his method the mother-tongue approach. Here are the most important features of the Suzuki approach and philosophy.

Parent Involvement

As when a child learns to talk, parents are involved in the musical learning of their child. They attend lessons with the child and serve as “home teachers” during the week. One parent often learns to play before the child, so that s/he understands what the child is expected to do. Parents work with the teacher to create an enjoyable learning environment.

The early years are crucial for developing mental processes and muscle coordination. Listening to music should begin at birth; formal training may start as early as age three or four, but it is never too late to begin.

Children learn words after hearing them spoken hundreds of times by others. Listening to music every day is important, especially listening to pieces in the Suzuki repertoire so the child knows them very well before beginning to learn to play them.

Constant repetition is essential in learning to play an instrument. Children do not learn a word or piece of music and then discard it. They add it to their vocabulary or repertoire, gradually using it in new and more sophisticated ways.

As with language, the child’s effort to learn an instrument should be met with sincere praise and encouragement. Each child learns at his/her own rate, building on small steps so that each one can be mastered. Children are also encouraged to support each other’s efforts, fostering an attitude of generosity and cooperation.

It is necessary that children learn each skill to a high degree (mastery learning) so it is important to not rush through the literature. Students will continue to polish a piece to a higher level while they move into new challenges but they are asked to maintain every piece learned and improve on them as their level of ability increases.

In addition to private lessons, children participate in regular group lessons and performances at which they learn from and are motivated by each other.

Children do not practice exercises to learn to talk, but use language for its natural purpose of communication and self-expression. Pieces in the Suzuki repertoire are designed to present technical problems to be learned in the context of the music rather than through dry technical exercises.

Children learn to read after their ability to talk has been well established. In the same way, children should develop basic technical competence on their instruments before being taught to read music.



How the Suzuki Method is Different from Traditional Violin, Viola and Cello Methods
  • Suzuki teachers believe that musical ability can be developed in all children.
  • Students begin at young ages.
  • Parents play an active role in the learning process.
  • Children become comfortable with the instrument before learning to read music.
  • Technique is taught in the context of pieces rather than through dry technical exercises.
  • Pieces are refined through constant review.

Why the Suzuki Method is Called “The Mother Tongue Approach”

Learning a language vs. learning a musical skill comparison chart
Learning a language Learning a music skill
Favorable philosophy Respect, love, joy, praise, motivation and a positive approach create the ideal environment in which the child thrives and progresses. Respect, love, joy, praise, motivation and a positive approach create the ideal environment in which the child thrives and progresses.
Create Environment From the moment life begins, the child constantly hears spoken language. From the moment life begins, the child constantly hears music.
Begin At An Early Age In the first year of the child’s life, the environment is filled with language. Learning capacity is unique at this early age, and, with proper guidance, language skills begin to develop. Ideally, musical instruction is begun between ages two to five. The child learning capacity is unique at this time. With proper guidance, musical skills begin to develop.
Parental Involvement Parents work daily with the child at home helping him learn proper language skills. Parents work daily with the child at home helping him learn proper musical skills.
Step By Step By patiently learning one small word at a time (such as “mama”), the child begins to lay a foundation of words and eventually a vocabulary is developed. By patiently learning one small unit of notes at a time the child begins to lay a foundation of musical "words" and eventually a repertoire is developed.
Daily Practice Every day, the child speaks words that have been learned, attempts new words and constantly listens to language. Every day, the child reviews old pieces of repertoire, works on new ones and constantly listens to the music.
Peer Influence The child grows through interaction with other child. Group lessons offer students an enjoyable way to learn from each other and motivate one another.
Natural Process The child develops according to his or her own timetable. The child develops according to his or her own timetable.
Reading Introduced Later When spoken language has become comfortable and fluent, reading is introduced. When a solid foundation of musical skills has been developed, music reading is introduced.